Misamis University - Philippines (also referred to as MU) is a privately owned, non-sectarian, non-profit educational institution founded by the Dr. Hilarion Feliciano and Doña Maria Mercado Feliciano in 1929. The only autonomous university granted by the Commission on Higher Education (CHED) in Northwestern Mindanao, an ISO 9001:2015 Management System Certified granted by Det Norske Veritas-Germanischer Lloyd Business Assurance and awarded by PACUCOA (The Philippine Association of Colleges and Universities Commission on Accreditation) as the Most Number of Accredited Programs in Region X.Misamis University caters to more than 8,000 students every year in its 7.5 hectare campus in Ozamiz City and Oroquieta City, Misamis Occidental Philippines.The University has achieved Deregulated Status from CHED which means it is free from the agency's monitoring, has access to grants and financial incentives and decide the development of their curriculum. CHED also recognizes Misamis University as a Center of Development for Criminology and for Information Technology.
Mindanao, the second-largest island in the Philippines, is a center of plant endemism shaped by its complex geology, varied topography, and high habitat heterogeneity. Continued botanical explorations in the region have led to the discovery of Begonia occidentalis, which is herein described and illustrated. It morphologically resembles B. copelandii in its persistent stipules and capsule with strongly unequal wings, but can be readily distinguished by its arachnoid petiole, ovate leaf lamina with slightly overlapping cordate base and acuminate apex, a weakly serrate margin with densely conspicuous maroon hairs, and dorsally glandular floral bracts. A comprehensive taxonomic account is presented, including detailed morphological description, geographical distribution, habitat, phenology, conservation status and a discussion on its taxonomic affinities. Furthermore, we lectotypify the name B. copelandii in accordance with the International Code of Nomenclature for algae, fungi and plants (Madrid Code).
Recent field work in Sabah state of Malaysia in Borneo, as well as Mindanao, Negros and Siquijor Islands in the Philippines has led to the collection of crickets from the family Phalangopsidae. This allows us to review the taxonomy of Luzonogryllus Yamasaki, 1978 from the Philippines and Sabah. We also describe a new species from Mindanao: Luzonogryllus (Apterozacla) appa Tan & Alo, sp. nov. We also present new locality records for Luzonogryllus (Apterozacla) mindoroensis Gorochov, 2006 in Negros and Siquijor Islands. Lastly, we also present new material of Strophiola lugubrina (Stål, 1877) from Mindanao and Negros Islands.
School heads need resources to ensure that school operations take place according to the needs of the school communities, toward the delivery of conducive and proactive learning environment. This study explored the lived experiences of school heads in resource mobilization. It was conducted in the selected public elementary schools in the Division of Oroquieta City. The phenomenological research design was used in the study. Thirteen school heads served as the participants identified through purposive sampling. An Interview Guide was used in gathering the data that were analyzed using Moustakas’ (1994) method of data analysis. The following were the themes identified in the study: dealing with financial and resource scarcity, navigating external and contextual barriers; strengthening partnerships and stakeholder engagement, implementing strategic and adaptive resource management; handling economic and external dependence, and managing policy, governance, and institutional factors. School heads need adequate school resources and support from stakeholders amid the limitations that school communities face in their regular operations. Heavy reliance on external support together with policy, governance, and institutional constraints creates significant challenges that affect the efficiency and timeliness of resource mobilization in schools. It is recommended that school leaders continuously enhance collaboration with stakeholders while adopting flexible and innovative resource management strategies to optimize available support.
Curriculum reforms are intended to improve learning outcomes. However, it is the teachers that are directly affected by these changes and often encounter challenges in translating policy into practice. This study explored the lived experiences of senior high school teachers in implementing the Strengthened Senior High School (SHS) Curriculum. The study was conducted in a public senior high school in the Schools Division of Misamis Occidental during the school year 2025-2026. A qualitative design was used to capture lived experiences from the eight senior high school teachers selected through purposive sampling. Data were gathered through a semi‑structured interview guide and analyzed through Braun and Clarke’s (2006) thematic analysis. Findings of the study yielded the following themes: curriculum design and resource constraints; institutional gaps in curriculum implementation; impacts on teachers’ professional performance and teaching-learning outcomes; instructional adaptation and collaborative learning engagement. The study concludes that the strengthened SHS curriculum faces major implementation challenges due to misalignment, resource constraints, and institutional gaps, requiring stronger systemic support and teacher development. The study recommends to the strengthen curriculum implementation by enhancing school-level support, collaboration, and continuous professional development for teachers.
Teachers play a crucial role in integrating technology into instruction amid the various challenges that may arise in effectively utilizing digital tools to enhance student learning. This study explored the utilization of video-based instructional materials by teachers in relation to students’ engagement and academic performance. The research was conducted at a state college in the Municipality of Dumingag, Zamboanga del Sur. A descriptive–correlational design was used, with 140 Bachelor of Secondary Education major in English students as respondents selected through stratified random sampling. Researcher-made questionnaires were used in determining the teachers’ utilization of video-based instructional materials and students’ academic engagement, while documentary analysis for assessing the respondents’ academic performance. Data were analyzed using Mean, Standard Deviation, and Pearson’s Product-Moment Correlation. Findings showed that teachers’ utilization of video-based instructional materials was to a very great extent in terms of instructional support, pedagogical strategies, and technological competence. Students’ engagement was very high across cognitive, behavioral, and emotional dimensions, while their academic performance was generally excellent. A significant relationship was found between teachers’ utilization of video-based materials and students’ engagement; however, no significant relationship was observed with academic performance. The results highlight the importance of integrating video-based instruction to enhance student engagement, and teachers are encouraged to pursue continuous professional development in the use of technological resources to sustain effective teaching practices. The findings indicate that while video-based materials effectively foster engagement, they may not directly translate into improved academic outcomes, as academic performance may also be influenced by other factors such as motivation, prior knowledge, and learning strategies. It is recommended that educators complement video-based instruction with targeted academic support, formative assessments, and timely feedback to ensure that increased engagement leads to improved academic performance.
